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Becoming a scholarly management practitioner – Entanglements between the worlds of practice and scholarship

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Becoming a scholarly management practitioner – Entanglements between the worlds of practice and scholarship. / Rigg, Clare; Ellwood, Paul; Anderson, Lisa.
In: International Journal of Management Education, Vol. 19, No. 2, 100497, 01.07.2021.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Rigg, C, Ellwood, P & Anderson, L 2021, 'Becoming a scholarly management practitioner – Entanglements between the worlds of practice and scholarship', International Journal of Management Education, vol. 19, no. 2, 100497. https://doi.org/10.1016/j.ijme.2021.100497

APA

Rigg, C., Ellwood, P., & Anderson, L. (2021). Becoming a scholarly management practitioner – Entanglements between the worlds of practice and scholarship. International Journal of Management Education, 19(2), Article 100497. https://doi.org/10.1016/j.ijme.2021.100497

Vancouver

Rigg C, Ellwood P, Anderson L. Becoming a scholarly management practitioner – Entanglements between the worlds of practice and scholarship. International Journal of Management Education. 2021 Jul 1;19(2):100497. Epub 2021 Mar 23. doi: 10.1016/j.ijme.2021.100497

Author

Rigg, Clare ; Ellwood, Paul ; Anderson, Lisa. / Becoming a scholarly management practitioner – Entanglements between the worlds of practice and scholarship. In: International Journal of Management Education. 2021 ; Vol. 19, No. 2.

Bibtex

@article{02f5adbf681d411ebdd5c5d94c79ff53,
title = "Becoming a scholarly management practitioner – Entanglements between the worlds of practice and scholarship",
abstract = "Our contribution in this paper is to elucidate how doctoral education can enable professionals to develop through an experiential pedagogy that is based on a theoretical model of scholarly management practice. It will draw from our experience of designing and running a large online DBA with participants from across the world. We present a model of Scholarly Management Practice and explain how its use differentiates this approach to doctoral education from others in that there is a clear focus on how holders of the DBA enact their management practice, characterized by an orientation to problematization, inquiry, dialogue and critical reflection. We describe the design and underlying theoretical and philosophical rationale for how the program elements articulate together to stimulate the development of scholarly management practitioners. The implications for teaching and learning are presented in the form of a description and rationale for the design of the program in its three stages. We illustrate the trajectory of potential development as a doctoral practitioner through the vignette of one student's journey. We also reflect on the limitations and lessons learned of our own theorising and practice in the development and delivery of this DBA.",
author = "Clare Rigg and Paul Ellwood and Lisa Anderson",
year = "2021",
month = jul,
day = "1",
doi = "10.1016/j.ijme.2021.100497",
language = "English",
volume = "19",
journal = "International Journal of Management Education",
issn = "1472-8117",
publisher = "Elsevier BV",
number = "2",

}

RIS

TY - JOUR

T1 - Becoming a scholarly management practitioner – Entanglements between the worlds of practice and scholarship

AU - Rigg, Clare

AU - Ellwood, Paul

AU - Anderson, Lisa

PY - 2021/7/1

Y1 - 2021/7/1

N2 - Our contribution in this paper is to elucidate how doctoral education can enable professionals to develop through an experiential pedagogy that is based on a theoretical model of scholarly management practice. It will draw from our experience of designing and running a large online DBA with participants from across the world. We present a model of Scholarly Management Practice and explain how its use differentiates this approach to doctoral education from others in that there is a clear focus on how holders of the DBA enact their management practice, characterized by an orientation to problematization, inquiry, dialogue and critical reflection. We describe the design and underlying theoretical and philosophical rationale for how the program elements articulate together to stimulate the development of scholarly management practitioners. The implications for teaching and learning are presented in the form of a description and rationale for the design of the program in its three stages. We illustrate the trajectory of potential development as a doctoral practitioner through the vignette of one student's journey. We also reflect on the limitations and lessons learned of our own theorising and practice in the development and delivery of this DBA.

AB - Our contribution in this paper is to elucidate how doctoral education can enable professionals to develop through an experiential pedagogy that is based on a theoretical model of scholarly management practice. It will draw from our experience of designing and running a large online DBA with participants from across the world. We present a model of Scholarly Management Practice and explain how its use differentiates this approach to doctoral education from others in that there is a clear focus on how holders of the DBA enact their management practice, characterized by an orientation to problematization, inquiry, dialogue and critical reflection. We describe the design and underlying theoretical and philosophical rationale for how the program elements articulate together to stimulate the development of scholarly management practitioners. The implications for teaching and learning are presented in the form of a description and rationale for the design of the program in its three stages. We illustrate the trajectory of potential development as a doctoral practitioner through the vignette of one student's journey. We also reflect on the limitations and lessons learned of our own theorising and practice in the development and delivery of this DBA.

U2 - 10.1016/j.ijme.2021.100497

DO - 10.1016/j.ijme.2021.100497

M3 - Journal article

VL - 19

JO - International Journal of Management Education

JF - International Journal of Management Education

SN - 1472-8117

IS - 2

M1 - 100497

ER -